Students in this unit should read this unit guide carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the Unit Coordinator.
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
- Unit Readings,
- Assessment details and marking criteria
During semester time, staff may contact students using the following ways:
- Dialogue function on iLearn
- Official MQ Student Email Address
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Learning and Teaching Methods
The unit is offered in both internal and external mode. Content in this unit will be delivered using a combination of live and pre-recorded lectures, required readings, individual study tasks and weekly tutorials (on campus days for external students).
The timetable for internal students is as follows:
Lecture: Monday 9am (E4B308 - 6 Eastern Rd)
Tutorial: Monday 10 - 11.30am. (E4B308 - 6 Eastern Rd) Note: tutorials will commence in Week 1
Compulsory on campus days for external students will be held on Thursday 27 and Friday 28 April.
- In order to be eligible for a passing grade, students must meet the following attendance requirements:
- Internal students: Attend weekly tutorials – punctuality is expected.
- External Students: Attend all on-campus sessions – punctuality is expected.
- Students are required to contribute to all online and tutorials tasks
- Students are expected to read weekly readings before completing tasks and attending tutorials
- Students are expected to listen to weekly lectures before completing tasks and attending tutorials
- All assessment tasks must be submitted
Week 1: Historical, contemporary approaches and Theoretical Approaches
Tovey, H. (2014). Outdoor play and the early years tradition. In T. Maynard & J. Waters (Eds), Exploring outdoor play in the early years (Chapter, 1, pp. 16-28). Maidenhead: Open University Press.
Sandseter, E.B.H., Little, H. & Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education & Outdoor Learning, 12(3), 167-182. doi: 10.1080/14729679.2012.699800
Week 2: Contemporary issues
Waller, T., Sandseter, E.B.H., Wyver, S., Ärlemalm‐Hagsérd, E., & Maynard, T. (2010). The dynamics of early childhood spaces: opportunities for outdoor play? European Early Childhood Education Research Journal, 18(4), 437-443. doi: 10.1080/1350293X.2010.525917
Week 3: Regulatory context of outdoor learning environments
Australian Children’s Education & Care Quality Authority [ACECQA]. (2011). Guide to the National Quality Standard. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
Australian Government Department of Education, Employment, and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Cummins, E & Reedy, A. (2015). Getting the balance right. Risk management for play. Melbourne: Play Australia. (Part B, excerpts)
Week 4: Natural playspaces
Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Australian Journal of Outdoor Education, 15(2), 24-35.
Week 5: Playing outside; Outdoor environments for infants and toddlers
Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33-40.
Huggins, V., & Wickett, K. (2011). Crawling and toddling in the outdoors: very young children’s learning. In S. Waite (Ed), Children learning outside the classroom. From birth to eleven (Chapter 2, pp. 20-34). London: Sage.
Bilton, H., Bento, G., & Dias, G. (2017). Becoming safe through taking risks (Ch. 4). Taking the first steps outside: Under threes learning and developing in the natural environment. Milton Park, Abingdon, UK: Routledge.
Week 6: Thinking outdoors
Petriwskyj, A. (2013). Science. In D. Pendergast & S. Garvis (Eds), Teaching early years: curriculum, pedagogy and assessment (Chapter 7, pp. 107-124). Sydney: Allen & Unwin.
Luken, E., Carr, V., & Brown, R. (2011). Playscapes: Designs for play, exploration and science inquiry. Children, Youth and Environments, 21(2), 325-337. http://www.jstor.org/stable/10.7721/chilyoutenvi.21.2.0325
Week 7: Sustainable practice and environmental responsibility
Elliott, S. (2014). Sustainability and the Early Years Learning Framework (Chapter 3). Sydney: Pademelon Press.
Week 8: Creative play
Drown, K., & Christensen, K. (2014). Dramatic play affordances of natural and manufactured outdoor settings for preschool-aged children. Children, Youth and Environments, 24(2), 53-77. http://www.jstor.org/stable/10.7721/chilyoutenvi.24.2.0053
Week 9: Physically active play
Archer, C., & Siraj, I. (2015). Encouraging physical development through movement play (Chapter 3). London: Sage.
Week 10: Managing risk in play
Cummins, E & Reedy, A. (2015). Getting the balance right. Risk management for play. Melbourne: Play Australia. (Part A, excerpts)
Week 11: Environments beyond the gate
Elliott, S., & Chancellor, B. (2014). From forest preschool to Bush Kinder: An inspirational approach to preschool provision in Australia. Australasian Journal of Early Childhood, 39(4), 45-53.
Week 12: Supporting participation and inclusion
Ärlemalm‐Hagsér, E. (2010). Gender choreography and micro-structures - early childhood professionals' understanding of gender roles and gender patterns in outdoor play and learning. European Early Childhood Education Research Journal, 18(4), 515-525.
Lofdahl, A. (2010). Who gets to play? Peer groups, power and play in early childhood settings. In L. Brooker & S Edwards (Eds.) Engaging play (Chapter 9, pp.-122- 135). Maidenhead, UK: Open University Press.
Week 13: Relationships based learning and teaching
Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal , 23(2), 264-276.